attitude domains in e-asttle
TRANSCRIPT
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Research and Work Programme Summary
At ti tude Domains in e-asTTle
1. Background
CDRom
asTTle
was
developed
with
one
pre
defined
set
of
attitude
questions
that
were
included
in
all
testareas. ThedevelopmentofthissetofquestionswasbasedontheNEMPattitudequestions,with
resultsrecordedonafourpointLikertscalerepresentedassmileyfaces(below).
ThisoriginalsetofattitudequestionswasalsoincludedineasTTlein2008.
AspartoftheongoingdevelopmentofeasTTle,AucklandUniServicescompletedfurtherresearchinto
theattitudedomains. Schoolshadrequestedtheabilitytochoosefromabroaderrangeofattitude
questions. Researchwasundertakentodevelopasetofattitudedomainsthatwouldprovideteachers
withotherattitude/personalitymeasurementdomainstochoosefromwhenincorporatingsuch
measureswithcustomisedoradaptivetests. Thus,whenatestiscreated,therewouldbemultiplesets
ofattitude/personalityitemsavailable.
Whilethepossibilitieswerenumerousregardingtheconstructsthatmightbeusedasattitudeor
personalitysets,thefollowingconstructswereidentifiedasbeingbothhighlyrelevanttostudents,and
ofparticularinterestforinclusionaseasTTlepersonality/attitudedomains.
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2. SummaryofConstructs
Engagement
Definition
Studentengagement
involves
both
behavioural
(attendance)
and
emotional
(sense
of
belonging)
components. Studentswhoareengagedintheirschoolactivitiesshowsustainedbehavioural
involvementintheirlearningactivitiesandastrongsenseofbelongingandworthwithintheirlearning
environment. Studentengagementisnotasoloactivity;ratheritencapsulatestherelationshipsthat
studentshavewithavarietyofdifferentpeople(teachers,peers)andcontexts(schoolstructures,
facilities,andcurricula)withintheschoolenvironment.
MeasuresofStudentEngagement
Thereexistfourwellvalidatedmeasuresrelatingtostudentengagement;NationalSurveyofStudent
Engagement,
College
Student
Experiences
Questionnaire
4
th
Ed,
High
School
Survey
of
Student
Engagement(HSSSE),andthePISAStudentEngagementScale(seeAppendixA). WhilsttheHSSSE
providesathoroughmeasureofengagementandparticipation,itisdesignedforhighschoolstudents
andcomprisesofwordingthatisverydirectedatAmericanhighschoolcommunities. Withthe
exceptionofthePISAmeasure,allofthescalesfocusstronglyontheattendanceandparticipation
aspectsofstudentengagement. Incontrast,thePISAStudentEngagementScalestronglyfocusesonthe
student'ssenseofbelongingatschool,andattitudestowardsschooling. Afurtheradvantageofthis
scaleisitsvalidationacrossallOECDcountriesand,althoughdesignedforusewith15yearold
students,hasareadabilitylevelappropriateforyoungerstudents.
Motivation
Definition
Studentmotivationisdefinedasastudentswillingness,desire,need,andcompulsiontobesuccessful
in,andparticipatein,thelearningprocess(Bomia,Beluzo,Demeester,Elander,Johnson,&Sheldon,
1997). Whilsttherearemanyfactorsthatcontributetostudentsinterestandlevelofengagement,
SkinnerandBelmont(1991)suggestthatmotivatedstudentsselecttasksattheborderoftheir
competencies,initiateactionwhengiventheopportunity,andexertintenseeffortandconcentrationin
theimplementationoflearningtasks;theyshowgenerallypositiveemotionsduringongoingaction,
includingenthusiasm,optimism,curiosity,andinterest(p.3).
MeasuresofMotivation
Therearemanyinstrumentsavailabletomeasurestudentmotivation(e.g.,Multidimensional
MultiattributionalCausalityScale;MotivatedStrategiesforLearningQuestionnaire;Motivation
OrientationScale;InventoryofSchoolMotivation;&LearningProcessQuestionnaire). Dependingon
thetypeofmotivationormotivationaltheoryadopted,typicallythesescalesmeasureeither
intrinsic/extrinsicmotivation(achievingmotive),ortomeetarequiredexternalexpectation
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(surface/deepmotivation). Further,motivationisassessedeitherinrelationtoaglobalvariable,for
example,theschoolcontext(e.g.,InventoryofSchoolMotivation),orinrelationtosubjectspecifically
(e.g.,MotivationforReadingQuestionnaire).
Interest
Definition
Typically,anindividualsinterestislinkedtoherorhisachievementwithparticularsubjectcontent. It
hasbeenproposedbyDewey(1913)andMitchell(1993)thatobtainingstudentinterestconsistsof
triggeringconditionsthatbothcatchandholdinterestovertime. Wherecatchinginterestinvolves
engagingandstimulatingstudents,holdinginterestinvolvesmakingclassresourcesandmaterial
involvingandmeaningful. However,theholdcomponentofinterestappearstobethemostrelevantto
interestbeingheldovertime(Harackiewicz,2000).
MeasuresofStudentInterest
Thereexistveryfewgenericstudentinterestscales,withresearchonstudentintereststypically
measuredwithscalesdesignedinrelationtotheresearchquestionbeingexamined(e.g.,InterestWave,
2000&StudentInterestInventory,1997),orwhereinterestisrepresentedasasubconstructof
motivationalmeasures. AnexceptionistheKvalitetiMatematikkundervisningen(KIM)questionnaire,
whichwasestablishedaspartofaqualityinmathematicsteachingprojectcarriedoutinNorwayin
1995,amongststudentsacrossgrades6to9(seeAppendixA). KIMQuestionnairehasbeenused
extensivelyasaninstrumenttoassessstudybeliefsandattitudestowardsMathematics(Graumann,
1996;Leder&Forgasz,2002;Pehkonen,1994;Pehkonen,1996;Pehkonen&Lepmann,1994;Perry,
Howard,&Tracey,1999;Tinklin,2003;Tsamir&Tirosh,2002;Vacc&Bright,1999;Williams,Burden,&
Lanvers,2002).
Selfregulation
Definition
Selfregulationisneitheramentalabilitynoranacademicperformanceskill;ratheritisproposedtobe
anaptitude. Assuch,selfregulationistheselfdirectedprocessbywhichlearnerstransformtheir
mentalabilitiesintoacademicskills. Thus,highselfregulatingstudentsseelearningasanactivitythat
theyparticipatein,inaproactiveway,notasacoverteventthathappenstotheminreactionto
teaching(i.e.,lowselfregulatingstudents). Whilstsometheoristsarguethatselfregulationissolelya
metacognitive
dominated
construct
(e.g.,
knowledge
of
cognition
and
regulation
of
cognition),
alternativetheoriesadvocatetheinvolvementofbothcognitiveandmotivationalfactors,especially
whenconsideringselfregulationinrelationtoacademicperformance(Zimmerman,1990).
MeasuresofSelfRegulation
Threewellvalidatedscalesdominatestudentselfregulationresearch:MetacognitiveAwareness
Inventory(MAI),MotivatedStrategiesforLearningQuestionnaire(MSLQ),andtheLearningandStudy
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StrategiesInventory(LASSI). Allthreescalesaredistinguishablebytheinclusionornotoftheemotional
aspecttoselfregulation. Forexample,theLASSIfocusesonthemetacognitivefactorsassociatedwith
selfregulation,wheretheMAIandMSLQcombinebothcognitiveandemotionalaspects.
Selfefficacy
Definition
Bandura(1993)definedselfefficacyasbeliefsthatinfluencehowpeoplefeel,think,motivate
themselvesandbehave(p.118). Itisproposedthatanindividualsactionsarepredeterminedbythe
beliefsthattheyhaveintheircapabilitytoexercisecontrolovertheirfunctioning(Bandura,1986;Lynch,
2002). Thus,thesebeliefswilleitherinhibitormotivatetheindividual,asunlesspeoplebelievethat
theycanproducedesiredeffectsbytheiractions,theyhavelittleincentivetoact(Bandura,
Barbaranelli,Caprara&Pastorelli,1996p.1206). Inrelationtoreadingbehaviour,HenkandMelnick
(1995)arguesimilarlythattheperceptionanindividualhasregardingtheirreadingabilitywould
influencethedegreetowhichtheyaremotivatedtoread,andtheeffortandpersistencegivenwhen
processingandcomprehendingtext. However,itisimportanttonotethatselfefficacycannotbe
viewedasauniversalconcept,insteadperceptions,evenwithinthesamesubjectarea,canbehighly
contextualandcontextspecific(Halsey,2003). Withinreadingitself,anindividualmighthaveahigh
senseofefficacyregardingtheirabilitytocomprehendtext,butperceivealackofabilitywhen
recognisingwords. Giventhatthepotentialvariabilityofanindividualsselfefficacyatlevelswithina
task,Bandurarecommendedthatselfefficacymeasuresshouldnotbeaimedatcapturingageneral
efficacytowardsanarea,rather,betargetedatspecificbehavioursortasks(Mathewson,1994).
MeasuresofSelfefficacy
TheReader
Self
Perception
Scale
(Henk
&
Melnick,
1992)
is
agroup
administered
self
report
instrument
forthemeasurementofhowintermediatelevelchildrenappraisetheirreadingability. Basedon
Banduras(1977,1982)theoryofperceivedselfefficacyandapplicationofsuchbeliefstospecific
learningtasks,theRSPSwasdesignedtopresentitemsthatfocusonmajorelementsofreading,suchas
wordanalysisandrecognition,readingfluencyandcomprehension. ThefullRSPSconsistsof33items,
whereItem1isageneralitem(IthinkIamagoodreader)andtheremaining32itemsrepresentfour
subscales:Progress,ObservationalComparison,SocialFeedbackandPhysiologicalStates. Itemsare
ratedonafivepointLikertscalerangingfromStronglydisagree(1)toStrongagree(5). Forthe
purposesofthisstudy,onlytheeightitemsfromtheProgresssubscalewereusedinbothpaperand
pencilandwebbasedquestionnaireversions. TheProgresssubscalemeasureshowaparticipants
perceptionof
their
present
performance
in
reading
compares
with
their
perceived
previous
performance(Henk&Melnick,1995). Inaddition,amixtureofnineadditionalitems(threefromeachof
theotherthreesubscales)wereincorporatedrandomlyamongsttheeightprogressitems(plustheone
generalitem). Forthisstudy,theresponsescalewaschangedfromaLikertsystemtoadichotomous
(Yes/No)responseformat(seeRSPSProgresssubscalemodificationssectionbelowforexplanation).
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3. AttitudeDomainMeasuresSelectedforeasTTle
Basedonathoroughreviewofthemeasuresassociatedwiththeattitudedomainsproposedfore
asTTle,thefollowingattitude/personalityscalesetswererecommendedtobeavailableforselection
(seeTable1). Thefollowingexistingandmodifiedscaleswererecommendedforinclusionbasedonthe
followingselection
criteria:
Itemscanbecalibratedtothesamepolytomousscale,allowingforgenericreportandpossible
crossdomaincomparisons
Itemsarepubliclyavailableforuse
Itemsarerelevant(e.g.,readability,meaningful)toawiderangeofagegroups
ItemsarerelevantforNewZealandstudents,e.g.,highfacevalidity
Itemshavebeenselectedfromwellvalidatedandreliablescales
Itemscan
be
contextually
modified
to
represent
reading,
writing
and
mathematics
(where
necessary)
Anequalamountofreversedscoreditemsareincludedinscale(whereapplicable)
Scalesrepresentthemostacceptedtheoreticalpositionforthatconstruct
Scalescanbescoredusinga4pointscale
Engagement
ThePISA
2000
Student
Engagement
Questionnaire
was
selected
to
provide
aset
of
items
for
this
domain. Thissetofitemsisfocusedonassessingthestudentssenseofbelongingwithintheirschool
environment,thusitemsselectedmeasuredaglobalrepresentationofstudentengagement. Eight
senseofbelongingitemswereselectedfromthePISA2000measure,and,fromthere,afinalsetofsix
items. Forclarityofmeaningandreadability,atschoolwasaddedtofiveofthesixitems.
Motivation
Asstudents'motivationalbeliefsareformedagainstspecificacademictasksandcontexts,bothgeneric
andsubjectspecificmeasureswereproposedanddevelopedforinclusionasdomainoptions. Boththe
InventoryofSchoolMotivation(global)andtheMotivationforReadingQuestionnaire(subjectspecific)
measureswererecommendedforinclusionasdomainsets. Nineoftheitemsrepresentingeffort
aspectsofmotivationwereselectedfromtheInventoryofSchoolMotivationscale,withsixofthese
selectedbasedlargelyonreadabilityandrelevance. NomodificationoftheInventoryofSchool
Motivationitemswasrequired. TheMRQwasincludedinitsoriginalformandadaptedforbothWriting
andMathematics. Acrossallthreesubjectspecificscales,onlyslightmodificationswereconductedto
improvereadability. OneitemacrossallMRQsversionsrepresentedimportance,social,challenge,
compliance,curiosity,andavoidanceareasofmotivation.
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Interest
TheKIMQuestionnairewasrecommendedanddevelopedforsubjectspecificuseacrossallthree
subjects,withtwomodificationsofthisscaleforReadingandWriting. WithintheMathematicsscale,
onlyslightmodificationsweremade,forexample,Mathematicswaschangedtothecolloquialterm
Maths.In
relation
to
the
Reading
and
Writing
scales,
slight
rewording
of
items
was
required
to
assist
readability.
Selfregulation
TheMSLQwasrecommendedanddevelopedasameasureforstudentselfregulation. Thisscale,
althoughnotsubjectspecific,assessesthestudentsglobalacademicselfregulation. Inaddition,the
MSLQitemsaredesignedtomeasureboththecognitiveandemotionalaspectsofselfregulation,which
currenttheorysuggestsprovidesamoreaccurateaccountofthisconstructwithintheacademiccontext.
WhilsttheMSLQconsistsoftwosetsofsubscales(motivationandlearningstrategies),itemswere
selectedonlyfromthelearningstrategyitems,asmotivationisalreadyrepresentedexclusivelyasa
domainset.
Selfefficacy
TheReaderSelfPerceptionScale(RSPS:Henk&Melnick,1992)providesasubjectspecific(Reading)
assessmentofselfefficacyandwasselectedfordevelopment. TheprogresssubscaleoftheRSPSis
proposedforuseinmeasuringhowstudentsperceived/believetheirreadingprogresstobenow,based
ontheirpreviousperformance.
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Table1.SummaryofthefinaldomainscalesforeasTTleattitudedomains
Domain Original Scale Global Reading Writing Mathematics
Engagement PISA 2000 Student
Engagement
Questionnaire
6 items: Sense of
belonging (5
reversed scored
item)
Inventory of School
Motivation
8 items: EffortMotivation
Motivation for
[Subject]
Questionnaire
6 items:
Importance, Social,
Challenge,
Compliance,
Curiosity,
Avoidance
6 items:
Importance, Social,
Challenge,
Compliance,
Curiosity,
Avoidance
6 items:
Importance, Social,
Challenge,
Compliance,
Curiosity,
Avoidance
Interest KIM Questionnaire 6 items: Reading
Interest (1 reversed
scored item)
6 items: Writing
Interest (1 reversed
scored item)
6 items:
Mathematic Interest
(1 reversed scoreditem)
Self-regulation Motivated
Strategies for
Learning
Questionnaire
6 items: Learning
strategies (1
reversed scored
item)
Self-efficacy Reader Self-
Perception Scale
8 items: Progress
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4. DevelopmentandQualityAssuranceProcess
Basedonthefiveagreeddomainsets(engagement,motivation,interest,selfregulation,andself
efficacy),twopilotstudieswereinitiatedinordertoestablishtheapplicabilityofthepreexistingitem
statementstotheeasTTlestudentpopulation.
Thefollowingoutlinesthedetailsandadministrationofthesetwopilotstudies,andthesubsequent
norminganalysisthatwasconductedfromthedatacollectedinPilotII.
PilotIReadabilityandComprehensionAnalysis
Althoughtheitemsproposedforuseoriginatefrompsychometricallyreliableandvalidtools,all(with
theexceptionoftheselfefficacyitems)hadbeenpreviouslyadministeredoneitherolderstudentsor
adultpopulations. Thus,thispilotestablishedtheitemreadabilityandcomprehensionacrosseachof
theattitudedomainsfortheyoungesteasTTlestudentpopulation(e.g.,8yearolds). Acrossfive
schoolsintheAucklandarea,focusgroupswereconductedwithsmallgroups(24students)of89year
oldstudents.
Items
from
all
of
the
attitude
domains
were
presented
individually
to
students.
In
order
toascertainbothreadabilityandcomprehension,studentswereaskedtoreadoutanitem,explainwhat
theythoughttheattitudeitemwasaskingthem,andwherenecessary,suggestthewordsthatshouldbe
replaced,andpossiblereplacementwords. Studentsfromthelasttwoschoolswereaskedtolookat
boththeoriginalitemsand,whereapplicable,thesuggestedrewordeditem(establishedfromthe
previousfocusgroups). Thereadabilityandcomprehensionoftherewordeditemswereestablished
throughthisadditionalprocess.
PilotIIValidationandNormingofAttitudeItems
AfterreceivingMinistryfeedbackoftheproposedfinalitemwording,itemswerecombinedand
developedintotheStudentAttitudeQuestionnaire(SAQ). Thisscalewasadministeredto400students
(51.8%females,48.2%males)acrossarepresentative(targetagepopulation,gender,ethnicity,decile)
group. Participantscompletedthe64itemSAQconsistingofthefivedomainscalesmeasuring
engagement(6items),motivation(26items),interest(18items),selfregulation(6items),andself
efficacy(8items). Itemswereratedona4pointresponsescale(VeryUnlikeMe,UnlikeMe,Like
Me,VeryLikeMe). Inadditiontoattitudeitemresponses,studentsalsosuppliedrelevant
demographicinformation(gender,studentyear,andethnicity).
Analysisofthisdatawasconductedinordertoestablishnorminginformationinrelationtothese
attitudeitems. Aftertheinitialdescriptiveanalysistoestablishthestructureofthedata,amean
analysiswas
conducted
at
each
interaction
(e.g.,
engagement
by
student
year)
to
ascertain
any
differentialrespondingbasedonspecificstudentdemographics. Comparativeanalysiswasconducted
toexamineanyrespondingdifferencesbetweenpreexistingattitudinaldataandthenewattitude
domaindatacollectedinthispilot. Inaddition,thereliabilityandvalidityofattitudedomainswere
established. Theanalysisproducedinitialpsychometricinformationforthesedomainsandnorming
information.
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5. ReportingAttitudeDomains
Withtheabilitytoselectdifferentattitudesets,itwouldbedesirabletobeabletoviewtheoutcomesof
theseattitudesquestionsandreportagainstachievement. Therelationshipbetweenmotivation,
interest,selfregulation,andengagementtowardsasubject,andtheachievementinasubjectcouldbe
valuableinformation.
AttitudesarecurrentlyreportedontheConsoleReport,asaclassaverageagainstanationalnorm,and
intheTabularReport,asanumericalaverageforeachstudent. Thenewattitudedomainswillcontinue
tobereportedontheConsoleReportandtheTabularReport,butalsoontheIndividualLearning
PathwaysReportonadialagainstnationalnorms.
ReportingFormats
ConsoleReport
This
Console
Report
is
the
same
as
the
current
report,
with
the
differences
being
in
the
attitude
box
(see
Figure1). Thefoursmileyfacesarereplacedbylow hightoaccommodatethedifferentattitudesets
atagenericlevel. Thisreportsmoreaccuratelyontheattitude,e.g.,lowinteresttohighinterest,low
motivationtohighmotivation,etc. Theactualattitudesetselectedforthetestisrecordedasthetitle
insteadofattitude. Theclassaverageisreportedasaredoval(+/)againstnationalnorms.
Figure1.ConsoleReportwithmodifiedattitudebox
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PresentlytheIndividualLearningPathwaysReportdoesnotreportonattitude. Thiswillbeaddedasa
singledialandreportedasameanagainstnationalnorms(seeFigure2).
IndividualLearningPathwaysReport
Figure2.IndividualLearningPathwaysReportwithattitudedial
Whenreportingonmultipletests,andtheattitudesetsaredifferentforthesetests,theattitudeboxwill
appearempty,asitisnotpsychometricallysoundtoaggregateresponsesacrossattitudesets.
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AppendixA:AttitudeMeasuresSummary
Construct Title Author Publication Date Subscales Purpose Overvie
Engagement PISA OECD
Programme
for
International
Student
Assessment
2000 Sense of belonging
(6 items), Student
participation (1 item)
Based on the affective
(sense of belonging) and
behavioural (participation)
components of student
engagement
Self-rep
scale ite
belongi
student
Design
sense o
structur
student
consist
attenda
measur
to be m
Interest KIM Questionnaire Streitlien,
Wiik, &
Brekke
2001 13: Mathematics as a
subject (16 items),
Learning
Mathematics (14items), Mathematical
Ability (11 items),
Experiences (4
items), Teaching of
Mathematics (17
items), Learning a
new topic (8 items),
Environment in Class
(10 items), Teaching
Tools (6 items),
Computer Use (20
items), Importance of
Mathematics (8
items), Evaluation of
Teacher (10 items),
& Mathematics and
the future (2 items)
5-point Likert scale
Based on catch vs. hold
components where items
have a distinction between
enjoyment (catch) and asubstantive interest (hold)
(Harackiewicz, Barron,
Tauer, Carter, & Elliot,
2000)
Self-rep
scales
beliefs
Design
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Construct Title Author Publication Date Subscales Purpose Overvie
Inventory of School
Motivation
McInerney,
Roche,
McInerney,
& Marsh
1997 10: Perceived Goals
(7) - Task-effort,
Competition, Power,
Affiliation, Social
concern,
Recognition, TokenReward; Sense of
Self Factors (3) -
Self-esteem, Sense
of Competence,
Sense of Purpose
5-point Likert scale
Assesses the global
dimensions of Maehrs
Personal Investment
model which investigates
a students personal
incentives in theirschoolwork (perceived
goals), and their
perceptions, beliefs, and
feelings related to who
they are as an individual in
their school context
The bro
applied
groups
Lebane
item se
Likert ssubsca
that are
effort, C
concern
Compe
Has be
full or s
Motivation
Motivation for
Reading
Questionnaire
Wigfield &
Guthrie
1997 11: Reading-efficacy,
Reading Challenge,
Importance, Intrinsic
Motivation (Reading
Curiosity & Reading
Involvement),
Extrinsic Motivation
(Competition in
Reading, Recognition
for Reading, Reading
for Grades), Social
(Compliance) Work
Avoidance
1-4 rating scale (very
different from me to
a lot like me)
A self-report scale
designed to establish
reading motivation
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Self-
regulation
Motivated Strategies
for Learning
Questionnaire
(MSLQ)
Pintrich,
Smith,
Garcia, &
McKeachie
1993 2 sets of subscales:
Motivation, Learning
Strategies
7-point scale
(labelled only at itsend-points)
Developed from a
cognitive and motivational
theoretical framework.
Pintrich suggested that
both motivational and
cognitive factors should betaken into consideration
when examining academic
performance.
Self-efficacy Reader Self-
Perception Scale
(RSPS)
Henk &
Melnick
1992 4 subscales Based on Banduras
(1977, 1982) theory of
perceived self-efficacy
specifically progress,
observational comparison,
social feedback &
physiological states
Self-rep
Construct Title Author Publication Date Subscales Purpose Overvie
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AppendixB:FinalAttitudeItems
AttitudeSetsavailableforMathematics
AttitudeGeneral
1. Ilike
maths
at
school.
2. Iamgoodatmaths.
3. MyteacherthinksIamgoodatmaths.
4. MyMumandDadthinkIamgoodatmaths.
5. Ienjoydoingmathsinmyowntime(notatschool).
6. IenjoydoingthingsinmathsthatIhaventtriedbefore.
EngagementGeneral
1. At
school,
I
feel
like
I
am
included
in
things.
2. Imakefriendseasilyatschool.
3. SchoolisaplacewhereIfeelIbelong.
4. Idonotfeelawkwardandoutofplaceatschool.
5. Otherstudentsseemtolikemeatschool.
6. Idonotfeellonelyatschool.
MotivationGeneral
1. ItryhardtomakesurethatIamgoodatmyschoolwork.
2. WhenIam
improving
in
my
school
work
Itry
even
harder.
3. ThehardertheproblemtheharderItry.
4. ItryhardatschoolbecauseIaminterestedinmywork.
5. Iworkhardtotryandunderstandnewthingsatschool.
6. Iamalwaystryingtodobetterinmyschoolwork.
7. Ilikebeinggiventhechancetodosomethingagaintomakeitbetter.
8. Itryharderwhenschoolworkisinteresting.
MotivationMathematics
1. Itisveryimportanttometobegoodatmaths.
2. Itrytogetmoremathsanswersrightthanmyfriends.
3. Ilikehard,challengingmaths.
4. Idoaslittleschoolworkaspossibleinmaths.
5. Iliketohelpmyfriendswiththeirmathsschoolwork.
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6. Ilikeitwhenthemathsexamplesarehard.
Interest Mathematics
1. Ithinkmathsisexcitingandinteresting.
2. I
never
get
tired
of
doing
maths.
3. Iliketodoandthinkaboutmathsoutsideofschool.
4. Ithinkmathshelpsmetounderstandlife.
5. Ithinkthatmathshelpspeoplemakeimportantdecisions.
6. Mathsisnotboring.
SelfRegulationGeneral
1. DuringclasstimeIpayattentionmostofthetime.
2. Whenreadingforthissubject,Imakeupquestionstohelpmyfocus.
3. WhenIbecome
confused
about
something
Im
reading
for
this
subject,
Igo
back
and
try
to
figure
it
out.
4. IaskmyselfquestionstomakesureIunderstandthematerialthatIvebeenstudyinginclass.
5. WhenstudyingforthissubjectItryandworkoutwhichconceptsIdontunderstandwell.
6. IfIgetconfusedtakingnotesinclass,ImakesureIsortitoutafterwards.
AttitudeSetsavailableforReading
AttitudeGeneral
1. Ilike
reading
at
school.
2. Iamgoodatreading.
3. MyteacherthinksIamgoodatreading.
4. MyMumandDadthinkIamgoodatreading.
5. Ienjoyreadinginmyowntime(notatschool).
6. Ilikegoingtothelibrarytogetsomethingtoread.
EngagementGeneral
1. Atschool,IfeellikeIamincludedinthings.
2. Imakefriendseasilyatschool.
3. SchoolisaplacewhereIfeelIbelong.
4. Idonotfeelawkwardandoutofplaceatschool.
5. Otherstudentsseemtolikemeatschool.
6. Idonotfeellonelyatschool.
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MotivationGeneral
1. ItryhardtomakesurethatIamgoodatmyschoolwork.
2. WhenIamimprovinginmyschoolworkItryevenharder.
3. ThehardertheproblemtheharderItry.
4. ItryhardatschoolbecauseIaminterestedinmywork.
5. Iworkhardtotryandunderstandnewthingsatschool.
6. Iamalwaystryingtodobetterinmyschoolwork.
7. Ilikebeinggiventhechancetodosomethingagaintomakeitbetter.
8. Itryharderwhenschoolworkisinteresting.
MotivationReading
1. Itisimportanttometobeagoodreader.
2. Ivisit
the
library
alot.
3. Ilikehard,challengingbooks.
4. Idoasmuchreadingschoolworkaspossible.
5. Iftheteachertalksaboutsomethinginteresting,Imightreadmoreaboutit.
6. Ilikereadingsomethingwhenthewordsarehard.
Interest Reading
1. Ithinkreadingisexcitingandinteresting.
2. Inevergettiredofreading.
3. Ilike
to
do
lots
of
reading
outside
of
school.
4. Ithinkreadingaboutthingshelpsmetounderstandlifeingeneral.
5. Ithinkthatreadingaboutthingshelpspeoplemakeimportantdecisions.
6. Readingisnotboring.
SelfRegulationGeneral
1. DuringclasstimeIpayattentionmostofthetime.
2. Whenreadingforthissubject,Imakeupquestionstohelpmyfocus.
3. When
I
become
confused
about
something
Im
reading
for
this
subject,
I
go
back
and
try
to
figure
it
out.
4. IaskmyselfquestionstomakesureIunderstandthematerialthatIvebeenstudyinginclass.
5. WhenstudyingforthissubjectItryandworkoutwhichconceptsIdontunderstandwell.
6. IfIgetconfusedtakingnotesinclass,ImakesureIsortitoutafterwards.
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SelfEfficacyReading
1. Iamagoodreader.
2. IcanreadfasternowthanIcouldbefore.
3. WhenIread,IcanfigureoutwordsbetterthanIcouldbefore.
4. IcanrecognisemorewordsthanIusedto.
5. Ifindreadingeasierthanitusedtobe.
6. WhenIreadnow,IdonthavetotryashardasIusedto.
7. IcanreadbetternowthanIcouldbefore.
8. IcanunderstandwhatIreadbetterthanIcouldbefore.
AttitudeSetsavailableforWriting
AttitudeGeneral
1. Ilikewritingatschool.
2. Iamgoodatwriting.
3. MyteacherthinksIamgoodatwriting.
4. MyMumandDadthinkIamgoodatwriting.
5. Ienjoywritinginmyowntime(notatschool).
6. Iamgoodatspelling.
EngagementGeneral
1. At
school,
I
feel
like
an
outsider
(or
left
out
of
things).
2. Imakefriendseasilyatschool.
3. SchoolisaplacewhereIfeelIbelong.
4. Ifeelawkwardandoutofplaceatschool.
5. Otherstudentsseemtolikemeatschool.
6. Ifeellonelyatschool.
MotivationGeneral
1. ItryhardtomakesurethatIamgoodatmyschoolwork.
2. WhenIam
improving
in
my
school
work
Itry
even
harder.
3. ThehardertheproblemtheharderItry.
4. ItryhardatschoolbecauseIaminterestedinmywork.
5. Iworkhardtotryandunderstandnewthingsatschool.
6. Iamalwaystryingtodobetterinmyschoolwork.
7. Ilikebeinggiventhechancetodosomethingagaintomakeitbetter.
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8. Itryharderwhenschoolworkisinteresting.
MotivationWriting
1. Itisveryimportanttometobegoodatwriting.
2. I
try
to
get
higher
marks
for
my
writing
than
my
friends.
3. Ilikehard,challengingwritingexercises.
4. Idoaslittlewritingschoolworkaspossible.
5. IhavefavouritesubjectsthatIliketowriteabout.
6. Ilikeitwhenwritingexercisesarehard.
Interest Writing
1. Ithinkwritingisexcitingandinteresting.
2. Inevergettiredofwriting.
3. Ilike
to
do
lots
of
writing
outside
of
school.
4. Ithinkwritingaboutthingshelpsmetounderstandlifeingeneral.
5. Ithinkthatwritingthingsdownhelpspeoplemakeimportantdecisions.
6. Writingisnotboring.
SelfRegulationGeneral
1. DuringclasstimeIpayattentionmostofthetime.
2. Whenreadingforthissubject,Imakeupquestionstohelpmyfocus.
3.WhenIbecomeconfusedaboutsomethingImreadingforthissubject,Igobackandtrytofigureit
out.
4. IaskmyselfquestionstomakesureIunderstandthematerialthatIvebeenstudyinginclass.
5. WhenstudyingforthissubjectItryandworkoutwhichconceptsIdontunderstandwell.
6. IfIgetconfusedtakingnotesinclass,ImakesureIsortitoutafterwards.
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AppendixC:NewGeneralAttitudeQuestionswithNewResponseScale